Expanding Opportunity Through Preparation in Quantitative Reasoning

Academic preparation matters. To earn a bachelor’s degree, students must demonstrate acquisition of broad knowledge through general education and focused knowledge in their discipline of choice. One of the greatest academic hurdles to college degree attainment is a lack of the fundamental skills associated with quantitative reasoning. Quantitative reasoning skills are challenged in both general education and major coursework across all disciplines, in the professional workforce and in daily life.

​ Too often, equity gaps are exacerbated by quantitative reasoning disparities in PK-12 schools that follow students to college and influence their academic and career options. Increased preparation in quantitative reasoning supports success in college and the workforce and creates more equitable opportunity in high-demand science, technology, engineering and mathematics – collectively known as STEM – majors and careers.

​The California State University is committed to ensuring that all Californians have the opportunity to earn a high quality college degree. The ​CSU is investigating a recommendation that would require incoming high school students, beginning with the entering freshman class of 2027, to complete one year of quantitative reasoning. This requirement could be fulfilled by coursework in mathematics, science or an elective course with a quantitative reasoning foundation.

This recommendation, originally proposed by CSU faculty, is supported by a growing body of research linking quantitative reasoning preparation with college success, especially benefitting low-income and historically underrepresented students.

Additional quantitative reasoning preparation expands opportunities for all students—​especially underrepresented minority students—to pursue degrees in the Science, Technology, Engineering and Mathematics (STEM) fields, areas where these students are disproportionally underrepresented.